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Numeracy

Think like a … Mathematician!

As Mathematicians we BELIEVE that...

  • With the right support, all children are able to achieve high standards in maths.
  • The learning of Maths at Eskdale is rooted in all of our core values.
  • The teaching of Maths builds on what has been learnt previously, and lays the foundations for further mathematical understanding beyond Key Stage Two

 

As Mathematicians we STRIVE to...

  • Follow the National Curriculum with a focus on the three areas of FLUENCY, REASONING and PROBLEM SOLVING
  • Develop in the children an enthusiasm for working mathematically and the satisfaction it can produce.
  • Develop mathematical fluency - an understanding of written and mental mathematical calculations and how to perform them accurately and efficiently.
  • Teach the children to reason about the mathematical methods they select to reach a solution, and explain their thinking.
  • Provide the children with knowledge and understanding of how to apply their mathematical skills to solve problems in different contexts.
  • Develop in the children strategies for resilience as they learn to be independent learners.
  • Encourage the use of a systematic approach to mathematical investigations.

 

As Mathematicians we ACHIEVE by...

  • Teaching Maths discretely, whilst providing opportunities wherever possible to make links across our curriculum as a whole.
  • Following a metacognitive approach to the children’s mathematical journey throughout the school.
  • Practising the core, written calculations regularly through daily arithmetic tasks for fluency.
  • Recapping previous learning regularly through a daily ‘recap’ task so that skills are remembered and can be called on in other contexts.
  • Anchoring children’s learning in tasks that present mathematical concepts in context and encourage them to think about the effectiveness of methods they use to reach a solution.
  • Modelling, verbalising and practising skills using a combination of concrete, pictorial and abstract learning methods.
  • Focusing on the mathematical vocabulary necessary to discuss their mathematical thinking effectively.
  • Supporting where needed, whilst increasing appropriate levels of challenge as appropriate.
  • Providing opportunities for whole class, group, paired and independent work.
  • Encouraging self-assessment, target setting and reflective learning throughout the maths lesson, and the desire to aim high.
  • Intervening at all opportune points before, during and after the lesson.
  • Use of regular in-lesson assessment, post-lesson teacher marking and individual child responses as well as more formal end of unit and term assessments to monitor progress and identify and address areas for intervention.
  • The setting of regular purposeful homework tasks to revise and consolidate skills, and offering supported homework sessions

Times Tables support for parents

The timetabling of topics through the year:

(Timings might differ during the year to accommodate other school activities and events.)

Examples of the written methods taught for the main calculations (+ - x and รท) :

Every Day Skills

 

There are simple, every day facts and skills that help a child with their mathematical understanding of the world, and regular practice can make it easier to remember them. 

Here are a few examples:

 

- Days of the week in order.

- Months of the year in order (and the number of days in each month).

- Telling the time with an analogue clock (with hands) and THEN a digit clock face.

- How long a second / minute / hour feels like.

- Number bonds to ten, eg: what is added to 2 to make 10.

- Times tables up to 12 x 12 (no further than this is necessary).

- Names of shapes and what they look like.

- Using scales to weigh objects in grams and kilograms, and experience what their weights feel like.

- Look at packaging for weights and volumes so sizes and amounts become familiar.

 

Assessment in Maths at Eskdale

National Tests

The maths skills of all junior school age children are currently tested at two points:

 

Year 4: Multiplication Tables Check (MTC):

- Tests children's recall of the times tables up to 12 x 12

- Carried out in school, in June

- Performed online to a time limit

- Results used to identify children needing further support

- School performance data published on a national level

 

Year 6: Standard Attainment Tests (SATs):

- Tests children's understanding and application of the skills taught in the primary curriculum

- Carried out in school, in May

- Performed on paper to a time limit

- Reported to parents and carers in the child's end of year 6 report

- School performance data published on a national level

- Results passed on to secondary schools

 

Assessment in school

At Eskdale, we assess all the children's performance regularly in maths, in many different ways. This is to ensure that the correct progress is being made, and to identify where extra support / extension work might be needed.

 

Some of these assessment points are:

- Entry into year 3

- Daily, at the start of, during and at the end of lessons

- At the end of topics (all year groups)

- At the end of half terms (all year groups)

- In support groups

- In preparation for year 4 and year 6 national tests

 

Information about your child's progress will be shared with you at several points during the year:

 

- Open evening, midway through autumn term

- Open evening, end of spring term

- Written report, end of summer term

 

Of course, we do not wait for these times to pass on useful information. You might receive updates on how your child is doing at any time of the year, through less formal channels:

 

- Copies of work

- Marvellous Me (app used throughout the school)

- Messages in your child's home-school diary

- Phone messages

- Conversations after school

 

Please feel free to arrange a time to speak to your child's class teacher at any time during the year, if there is something you wish to discuss.

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